Task 3 - Part C - Literacy Assessment Commentary

Elementary Education - Literacy
Task 3: Literacy Assessment Commentary
TASK 3: LITERACY ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by
typing your responses within the brackets following each prompt. Do not delete or alter the prompts.
Commentary pages exceeding the maximum will not be scored. Attach the assessment you used to
evaluate student performance (no more than 5 additional pages) to the end of this file. If you
submit feedback as a video or audio clip and your comments to focus students cannot be clearly
heard, attach transcriptions of your comments (no more than 2 additional pages) to the end of this
file. These pages do not count toward your page total.
1. Analyzing Student Learning

a. Identify the specific learning objectives and standards measured by the assessment you
chose for analysis.
[ The specific learning objective for the unit was learning sightwords. The key Reading
Foundational Skill standard of the unit is ELACCKRF3c; read common high-frequency words by
sight. The pre-assessment measured for sightwords: Group 1 (and, the, I, like) and Group 2
(see, we, a, to). The post-assessment measured for the sightwords learned up until the point
directly after unit: Group 1 (and, the, I, like) and Group 2 (see, we). ]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Task 3, Part D.
[ Pre-assessment:
Key: Bold = 3 focus students
= correct
= omitted / incorrect
Student
#
New Group
Divisions
and
the
like
see
we
to
you
like
you
see
2
3
4
5
6
7
8
9
10
11
12
+
+
+
+
+
+
+
like
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+I
+
+
+
+I
+
+
+
+
+
+
+
+
+
+
+
+
and
+
+
+
+
+
+
you
+
+
+
+
+
+
+
+
and
+
+
+
+
go
+
+
+
+
13
the
14
8 (100%)
15
8 (100%)
+
+
+
+
and
+
+
16/25
64.00%
+
+
+
+
+
+
+
+
+
+
24/25
96.00%
+
+
+I
+
+
+
+
+
and
+
22/25
88.00%
+
and
+
+
e
+
+
+
+
18/25
72.00%
+
+
+
+
+
+
+
15/25
60.00%
+
+
+
+
+
+
+
+
20/25
80.00%
+
the
+
I can
+
+
13/25
52.00%
+
16
+
17
+
18
+
19
red
20
+
21
+
22
+
23
24
+
25
RESULTS 20/25
80.00%
1 (12.5%)
0 (0%)
8 (100%)
8 (100%)
5 (62.5%)
7 (87.5%)
7 (87.5%)
8 (100%)
8 (100%)
3 (37%)
6 (75%)
6 (75%)
6 (75%)
8 (100%)
4 (50%)
5 (62.5%)
6 (75%)
4 (50%)
8 (100%)
6 (75%)
8 (100%)
2 (25%)
8 (100%)
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

1 of 9 | 10 pages maximum
All rights reserved.
V3_0914
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the
edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

Pre-assessment results were analyzed to create new group divisions for workstation groups.
Key: Group divisions based on percentage correctly read
Emerging (50%)
Intermediate (37.5%)
Intermediate / Proficient (87.5%)
Proficient (100%)
Emerging
Group
Intermediate
Group
1) 5
1) 3
1) 14
2) 2
2) 11
2) 4
2) 15
3) 10
3) 12
3) 6
3) 16
4) 17
4) 13
4) 7
4) 21
5) 20
6) 24
5) 18
6) 19
7) 22
5) 8
6) 9
5) 23
6) 25
= correct
Emerging (50%)
Intermediate (37.5%)
Intermediate / Proficient (87.5%)
Proficient (100%)
and
the
IDK
IDK
2
3
4
5
6
7
8
9
10
11
12
a
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
13
14
15
16
17
18
19
20
21
22
23
24
25
RESULTS
Proficient
Group
1) 1
Post-assessment:
Key: Bold = 3 focus students
Student
#
Intermediate /
Proficient
Group
Post Group
Divisions
like
see
we
IDK
3 (50%)
+
+
+
+
+
+
+
+
+
+
+
and
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
the
+
+
+
+
the
+
+
4 (66.6%)
6 (100%)
6 (100%)
5 (83.3%)
6 (100%)
6 (100%)
6 (100%)
6 (100%)
4 (66.6%)
6 (100%)
6 (100%)
6 (100%)
6 (100%)
6 (100%)
+
+
+
+
+
+
+
the
+
20/25
80.00%
+
+
+
+
+
+
+
+
+
+
24/25
96.00%
+
+
+
+
+
+
+
+
+
+
25/25
100.00%
+
+
+
+
+
+
+
+
+
+
24/25
96.00%
+
+
+
+
+
+
+
+
+
2325
92.00%
+
+
+
+
+
+
+
+
+
22/25
88.00%
6 (100%)
6 (100%)
6 (100%)
6 (100%)
5 (83.3%)
6 (100%)
6 (100%)
6 (100%)
3 (50%)
6 (100%)

V3_0914

Pre vs. Post Assessment Results:

Pre
Post
and
80.00%
80.00%
the
64.00%
96.00%
I
96.00%
100.00%
Student
#
like
88.00%
96.00%
Pre Group
Divisions
see
72.00%
92.00%
1 (12.5%) 3 (50%)
2
3
4
5
6
7
8
9
10
11
12
0 (0%)
8 (100%)
8 (100%)
5 (62.5%)
7 (87.5%)
7 (87.5%)
8 (100%)
8 (100%)
3 (37%)
6 (75%)
6 (75%)
4 (66.6%)
6 (100%)
6 (100%)
5 (83.3%)
6 (100%)
6 (100%)
6 (100%)
6 (100%)
4 (66.6%)
6 (100%)
6 (100%)
13
6 (75%)
6 (100%)
14
8 (100%)
6 (100%)
15
8 (100%)
6 (100%)
8 (100%)
4 (50%)
5 (62.5%)
6 (75%)
4 (50%)
8 (100%)
6 (75%)
8 (100%)
2 (25%)
8 (100%)
6 (100%)
6 (100%)
6 (100%)
6 (100%)
5 (83.3%)
6 (100%)
6 (100%)
6 (100%)
3 (50%)
6 (100%)
40.00%
a
80.00%
to
52.00%
Post Group
Divisions
16
17
18
19
20
21
22
23
24
25
Class
Proficiency
we
60.00%
88.00%
76.00%
]
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to
the essential literacy strategy AND

requisite skills
Consider what students understand and do well, and where they continue to struggle (e.g.,
common errors, confusions, need for greater challenge).
[ Central Focus: students build emergent literacy vocabulary skills to read, write, and use highfrequency words/sightwords: and, the, I, like, see, we.
Along with Sightwords the students will read, write, and use Sensory Words: see/look,
hear/sound, smell, feel, taste, and Descriptive Words.

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Essential Literacy Strategy: using letter-sound correspondence to read, write, and use
Sightwords, Sensory Words: see/look, hear/sound, smell, feel, taste, and Descriptive Words.
Requisite Skill: knowledge of letter-sound correspondence.
Overall Focus Students' Performance:
Key:
+
= correct
= Emerging (50%)
= Intermediate (37.5%)
= Intermediate / Proficient (87.5%)
= Proficient (100%)
Student # 1: The pre-assessment results show that this student does not hold strong
skills with letter-sound correspondence. When asked to read the sightwords the student
calls random sightwords, which have no initial letter-sound similarity.
The post-assessment results show that the student has improved slightly with
sightword recognition. It may indicate that because the student has given IDK (I don't
know) responses instead of calling random dissimilar initial letter-sound words. However
the student still may need more instruction on letter-sounds (as the student's EIP pull-out
instruction, and workstation performance for this unit corroborates.
Though the student did improve along with the rest of the students in the
workstation performance group, the student is still in the lowest 2 of the group. However,
of all the students in his performance group this student was the only one not to call
random dissimilar initial letter-sound words.
= Emerging (50%)
= Intermediate / Proficient (87.5%)
Emerging
Group
= Proficient (100%)
PreAssessment
PostAssessment
1 (12.5%) 3 (50%)
2
10
17
20
24
0
3
4
4
2
(0%)
(37%)
(50%)
(50%)
(25%)
4
4
6
5
3
(66.6%)
(66.6%)
(100%)
(83.3%)
(50%)

V3_0914

Student # 13: The pre-assessment results may show that this student holds some skills
with letter-sound correspondence knowledge. When asked to read the sightword to the
student responds the, which both have a similar initial letter-sounds. Also although the
student did not not know the sightword we during the pre-assessment, it was the focus
word of the week for this unit, and the post-assessment results show the student
correctly recognized the word.
Along with the rest of the students in the workstation performance group, this
student improved.
= Emerging (50%)
= Intermediate/Proficient (87.5%)
= Proficient (100%)
Intermediate
PrePostGroup
Assessment Assessment
5 (62.5%)
5 (83.3%)
5
6 (75%)
6 (100%)
11
6 (75%)
6 (100%)
12
13
18
19
22
6 (75%)
6 (100%)
5 (62.5%)
6 (75%)
6 (75%)
6 (100%)
6 (100%)
6 (100%)
Student # 15: Based on the pre-assessment results of proficiency with Sightwords this
student and the workstation performance group members were challenged to use the
literacy strategy to also read, write, and use the students Sensory Words: see/look,
hear/sound, smell, feel, taste, and Descriptive Words. Beyond using letter-sound
correspondence to listen for, read and write initial letter-sounds, they were challenged to
listen for and use more letter-sounds within words they chose.
Along with the rest of the students in the workstation performance group, this
student remained proficient.
= Emerging (50%)
= Intermediate/Proficient (87.5%)
Proficient
Group
14
15
16
21
23
= Proficient (100%)
PrePostAssessment Assessment
8 (100%)
6 (100%)
8 (100%)
6 (100%)
8 (100%)
8 (100%)
8 (100%)
6 (100%)
6 (100%)
6 (100%)
]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.

a. In what form did you submit your evidence of feedback for the 3 focus students? (Delete
choices that do not apply.)
Written directly on work samples or in a separate document;

In audio files; or
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In video clip(s) from the Instruction task (provide a time-stamp reference) or in a separate
video clip
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the standards/objectives measured.
[ The featured lesson is Lesson 2 - WORKSTATIONS (Morning).
Clip 1: STUDENT # 1 - Workstations Re-engagment Cows (Emerging Group)
Clip 2: STUDENT # 15 - DAY 5 - Lesson 2 - WORKSTATIONS (Morning)
Student # 1 Feedback:
Clip 1: STUDENT # 1 - Workstations Re-engagement Cows (Emerging Group) 7:50
9:45 mins
At 7:50 mins I alert the student that he can not read if he is not looking at the
page. I could have expanded on this feedback because this student, as do others, often
does this. Sometimes the students are just repeating what the teacher dictates. They do
have the basic foundational reading knowledge (words are written language, left-to-right
directionality, etc) however if they are not seeing the words being read, they don't get to
really strengthen they're letter-sound correspondence for reading skills.
At 9:10 mins student 1 wants to write super dangerous monsters. The student
has used invented spelling and my response was to challenge him to move beyond this,
and really listen for letter sounds. At 9:26 mins I tell the student I want you to use the
letters that you hear for 'super' and 'dangerous'...You did some good writing [referring to
his invented spelling] but I really want you to use your letters sounds ok? So I'm going to
take this out, I'm going to erase this. Following this we work together to listen for and
write the letter-sounds.
Clip 2: STUDENT # 15 - DAY 5 - Lesson 2 - WORKSTATIONS (Morning) at 2:00
3:15 mins
At 2:27 student 15 describes the wild things as feeling like a sweater. I respond I
love it, great descriptive word. This student often works ahead and is very creative in his
writing. This was specific, but I could have probed him further like: that was a very good,
creative, descriptive word. What made you use that word? ]
c. Describe how you will support students to apply the feedback to guide improvement,
either within the learning segment or at a later time.
[ Student 1 Feedback:
Clip 1: STUDENT # 1 - Workstations Re-engagment Cows (Emerging Group)
At 7:50 mins I reminded the student to look at the words while we read. I could
do a mini whole class-demonstration I can stress the difference between reading and
repeating. I can emphasize this by reading without looking (with my eyes closed, or
looking away), no words coming from my mouth because I can't see the words. I can
also pair this with another demonstration of using the letter-sound correspondence
strategy, with a think-aloud spin, letting the students hear how I work through sounding
out the words. This is done with the whole-group shared-writing experiences, but the
above demonstrations can really stress the importance. These demonstrations can also
follow-up with feedback I gave student 1 at 926mins.
Clip 2: STUDENT # 15 - DAY 5 - Lesson 2 - WORKSTATIONS (Morning) at 2:00
3:15 mins
V3_0914

In response to this student and others creative work, I can follow up the feedback
with probing their creative process and strategies to sounding out the words. ]
3. Evidence of Language Understanding and Use
You may provide evidence of students language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clip(s) from Task 2 and provide time-stamp references for language use.
2. Submit an additional video file named Language Use of no more than 5 minutes in
length and provide time-stamp references for student language use (this can be footage
of one or more students language use). Submit the clip in Task 3, Part B.
3. Use the student work samples analyzed in Task 3 and cite language use.
When responding to the prompt below, use concrete examples from the video clip(s) (using timestamp references) and/or student work samples as evidence. Evidence from the clip(s) may
focus on one or more students.
a. Explain the extent to which your students were able to use or struggled to use language
(selected function, vocabulary, and additional identified language demands from Task 1)
to develop content understandings.
[ The student language focus of the lesson was: sightwords (and, the, like, see, we), descriptive
words, and sensory words. The students were not prompted to use these words in speech
(except for the sightwords: and, the, like, see, we). However their comprehension of the words
should be evident in their work; completing tasks can only be done with comprehension of these
words because they are used in teacher prompts.
Student # 1
This student was in the Emerging workstation group. The student task was to trace the
sightwords, circle the sightwords, and use letter-sound correspondence to at least write initial
vowel sounds for descriptive words/phrases.
The student uses invented spelling. As indicated in the video clip he was not following
through choosing a word/phrase to describe as he did with the previous page. It is not that he
can't make the connection of describing, because he did with the previous page. I believe he is
just being creative and is off focus or the lesson objectives.
Unfortunately even with the pull-out re-engagement lessons, I was not able to instruct
further with letter-sound correspondence. The student continued with invented spelling for this
work and I was not able to interpret and note the student's writing.
However he does recognize some sightwords. The week prior to and the week of the
unit the student often announced sightwords seen. The student did trace and circle sightwords.
Student # 13:
This student was in the Intermediate workstation group. The student task was to paste
the sightwords, but I changed the task to writing sightwords. The student also needed to use
letter-sound correspondence to at least write initial vowel sounds for descriptive words/phrases.
In the top right corner of the book pages I drew images to prompt and guide students in this
group to deciphering what the page was about. The student completed the tasks.
Student # 15:
This student was in the proficient workstation group. The student task was to write
sightwords. The student also needed to use letter-sound correspondence to at least write initial
V3_0914

vowel sounds for descriptive words/phrases. The challenge for this group was to listen for write
more letter-sounds within words. This student completed the work independently. Once the
student completed the work the student read the book to me. I translated a few of this student's
words/phrases.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction
for the whole class

for the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted students
needing greater support or challenge).
[ Student # 1 / Emerging workstation group

This student was in the Emerging workstation group. The student does recognize some
sightwords. The student uses invented spelling. Since the student (based on EIP pullout
instruction, and unit lesson performance) the student is still emerging in letter and letter-sound
recognition.
According to the assessment this student and the other 4/6 of the Emerging group are
either Emerging or Intermediate. The group needs to continue small group or one-on-one
instruction like shared writing and reading experiences in order to emerge from invented
spelling. (see group assessment results table)
Student # 13 / Intermediate workstation group
This student was in the Intermediate workstation group. The student does recognize all
the unit sightwords. The student used initial vowel sounds for descriptive words/phrases. Since
this student and the other 5/7 Intermediate workstation group students tested as proficient on
the assessment, more writing tasks using letter-sound correspondence strategy would help the
students emerge from using initial vowel sounds, to finding more letter-sounds within the words.
We can also add to the students' sightword bank. The 1/7 student that is still in the intermediate
stage could have one-on-one instruction shared reading and writing experiences with the
sightwords. (see group assessment results table)
Student # 15:
This student was in the proficient workstation group. The challenge for this group was to
listen for more letter-sounds within the words. This student completed the work independently.
This student and the other members of the proficient workstation group need more challenging
work. In addition to continuing shared reading writing experiences, the added challenge can be
to write more than words or phrase with the using letter-sound correspondence strategy. These
students can be prompted to write whole sentences with a central focus. (see group
assessment results table) ]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[ The plan to continue to use shared reading and writing experiences and using the letter-sound
correspondence strategy is supported by the interactive model. I use the interactive model;
using decoding to reach higher levels of reading, but also reading to process information with
V3_0914

the student's schema. The interactive model is supported by the comprehensive approach.
Early literacy skills include: oral language, print knowledge, alphabet knowledge, phonological
awareness, vocabulary, developmental writing, and comprehension. Using the comprehensive
approach, a balanced interplay of teaching all these skills, then the students are provided with
an enriched and differentiated literacy learning environment. ]
Example of assessment form:
Student #
and
the
like
see
we
to
Evaluation Criteria:
1. Can the student identify the sight words? + (yes)
- (no)
2. If no, is the word omitted or does the student guess?
3. If the student guesses are they using initial letter-sound correspondence to make the
guess?
Example of assessment student visual:
like
the
and
see
we
to

V3_0914

Task 3 - Part C - Literacy Assessment Commentary

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Elementary Education - Literacy

Task 3: Literacy Assessment Commentary

TASK 3: LITERACY ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

Elementary Education - Literacy

Intermediate / Proficient (87.5%)

Intermediate / Proficient (87.5%)

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

Elementary Education - Literacy

Pre vs. Post Assessment Results:

the essential literacy strategy AND

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

Elementary Education - Literacy

= Intermediate / Proficient (87.5%)

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

Elementary Education - Literacy

Refer to specific evidence of submitted feedback to support your explanations.

Written directly on work samples or in a separate document;

Elementary Education - Literacy

Elementary Education - Literacy

Elementary Education - Literacy

for the whole class

[ Student # 1 / Emerging workstation group

Elementary Education - Literacy

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

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